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Reciprocal relations between students' academic enjoyment, boredom, and achievement over time
Putwain, David W. Becker, Sandra Symes, Wendy Pekrun, Reinhard
Putwain, David W.
Becker, Sandra
Symes, Wendy
Pekrun, Reinhard
Abstract
The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict subsequent achievement. However, evidence is limited for whether achievement can also predict achievement emotions. To examine these reciprocal relations, data were collected about two achievement emotions: enjoyment and boredom, and mathematics achievement over four waves in a single school year in primary school students in Years 5 and 6. Results from structural equation modeling supported reciprocal relations between emotions and achievement. Higher enjoyment and lower boredom predicted greater subsequent achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and lower boredom. Furthermore, the relations between emotions over time were mediated by achievement. These findings build on the evidence base for CVT and further understanding of relations between achievement emotions and academic achievement in younger students.
Keywords
achievement emotions, enjoyment, boredom, academic achievement, control-value theory
Date
2018
Type
Journal article
Journal
Learning and Instruction
Book
Volume
54
Issue
Page Range
73-81
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled